Tier 2 within multi-tiered system of supports (MTSS) is targeted, small-group instruction for students who need additional support beyond core instruction. Tier 2 interventions play a critical role within MTSS, as they contribute to a coherent system and reduce the need for more intensive supports for many students. Approximately 70-80% of students who receive a Tier 2 intervention with fidelity reach their goals and no longer need intervention (Hawken et al., 2020; Vaughn et al., 2012). To ensure that the majority of students are successful with intervention, schools can implement a well-developed Tier 2 system. Accordingly, they must use interventions that are evidence-based and provided with additional time beyond core instruction. To support educators with developing effective Tier 2, this article provides four essential questions to evaluate and improve one’s Tier 2.
1. Are Interventions Evidence-Based?
Effective Tier 2 supports grounded in evidence-based practices that align closely with essential Tier 1 instruction are better suited to address student needs. Interventions at Tier 2 are supported by research, delivered in small groups (commonly three to seven students), and include explicit instruction with increased opportunities for practice and feedback (Durrance, 2025; Harlacher, 2026). Readers can leverage our Tier 2 Intervention Evaluation Tool to ensure their interventions meet key criteria.
When selecting interventions at Tier 2, schools benefit from structured processes to evaluate and select interventions prior to implementation. When interventions are intentionally selected based on evidence and alignment to core instruction, they are more likely to result in improved student outcomes (Harlacher, 2026). The FAIR Test from the National Center for Systemic Improvement offers key questions to ask when selecting interventions.
2. Are Interventions Implemented with Fidelity?
Even well-designed interventions will not produce the intended results unless they are implemented as designed. Fidelity of implementation refers to the extent to which a practice was implemented as intended. For Tier 2, fidelity includes delivering instruction using established protocols, maintaining appropriate group sizes, and adhering to recommended frequency and duration.
Strong Tier 2 systems intentionally include structures to support fidelity, such as gathering data on fidelity using implementation checklists or observation tools, as well as building in time for staff reflection and coaching. Protecting designated intervention time is equally important to ensure consistency. Without fidelity, teams cannot accurately determine whether student outcomes are due to the intervention itself or inconsistent implementation (Durrance, 2025; Harlacher, 2026). The fidelity tip sheet offers insights to improve fidelity, and our Fidelity within MTSS infographic offers ways to measure fidelity.
3. Are Systems Ensuring Proper Matching?
Matching students to appropriate interventions is a critical driver of Tier 2 effectiveness. This requires clear and consistent processes for identifying students and assigning supports based on data rather than availability or convenience. Staff examine screening data and diagnostic data to ensure interventions target specific skill deficits connected to core instruction (Bailey, Colpo, & Foley, 2020). The article Three Ways to Save Time With MTSS discusses how to efficiently use data to identify students’ instructional needs and match them to an intervention using a placement protocol. When students are appropriately matched to interventions, they are more likely to demonstrate efficient progress and successfully transition back to Tier 1 supports (Bailey et al., 2020; Durrance, 2025).
4. Are Data Used Frequently and Effectively?
To evaluate the responsiveness students have to their Tier 2 supports, educators rely on regularly gathered progress monitoring data, often conducted at least twice per month. Such information provides timely information about whether students are responding to interventions and if changes are needed to their supports (Bailey et al., 2020). Data should be directly aligned to the skills taught within the intervention and collected in ways that are efficient and meaningful for educators.
Equally important are the systems and routines surrounding data use. Collaborative team meetings provide structured opportunities to review student progress and make informed decisions about student progress. Readers can access our Problem Solving Flipbook for processes to structure their team meetings when examining data. Our team resources support effective team structures and makeup.
In Summary
Effective Tier 2 systems are defined not by the programs they adopt, but by the consistency and coherence of their implementation. By focusing on the use of evidence-based interventions, ensuring fidelity, matching students to appropriate supports, and using data to guide decision-making, schools can strengthen the efficiency and impact of their supplemental supports.
References
Bailey, T. R., Colpo, A., & Foley, A. (2020). Assessment practices within MTSS. https://mtss4success.org/resource/assessment-practices-within-multi-tiered-system-supports
Durrance, S. (2025). Implementing MTSS in secondary schools: Strategies from research and the field. Southeast Comprehensive Center
Harlacher, J. (2026). Keeping MTSS simple. MTSS Center at American Institutes for Research. https://mtss4success.org/blog/keeping-mtss-simple
Hawken, L. S., Crone, D. A., Bundock, K., & Horner, R. H. (2020). Responding to problem behavior in schools: The Check-In, Check-Out intervention (3rd ed.). Guilford Press.
Vaughn, S., Wanzek, J., Murray, C. S., & Roberts, G. (2012). Intensive interventions for students struggling in reading and mathematics: A practice guide. Center on Instruction, RMC Research Corporation. https://files.eric.ed.gov/fulltext/ED531907.pdf
